Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/23317
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Coll, Richard K | en |
dc.contributor.author | Taylor, Neil | en |
dc.date.accessioned | 2018-06-20T12:04:00Z | - |
dc.date.issued | 2002 | - |
dc.identifier.citation | Chemistry in New Zealand, 66(4), p. 39-42 | en |
dc.identifier.issn | 0110-5566 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/23317 | - |
dc.description.abstract | Chemistry as a discipline is dominated by the use of models and modelling. Chemists use models to explain data, to predict events and to help understand chemical reactivity. As a consequence, chemistry teaching, especially at the advanced level, is also dominated by the use of models. These models, being highly abstract in nature are referred to as mental models. An understanding of students' mental models is important because teachers employ increasingly complex models throughout the degree program. However, there are many reports in the literature indicating that students' understanding and use of mental models is limited in comparison with desired teaching outcomes. | en |
dc.language | en | en |
dc.publisher | New Zealand Institute of Chemistry | en |
dc.relation.ispartof | Chemistry in New Zealand | en |
dc.title | Advanced Level Chemistry Students' Concepts Of Chemical Bonding | en |
dc.type | Journal Article | en |
dc.subject.keywords | Science, Technology and Engineering Curriculum and Pedagogy | en |
dc.subject.keywords | Higher Education | en |
dc.subject.keywords | Secondary Education | en |
local.contributor.firstname | Richard K | en |
local.contributor.firstname | Neil | en |
local.subject.for2008 | 130212 Science, Technology and Engineering Curriculum and Pedagogy | en |
local.subject.for2008 | 130106 Secondary Education | en |
local.subject.for2008 | 130103 Higher Education | en |
local.subject.seo2008 | 930301 Assessment and Evaluation of Curriculum | en |
local.subject.seo2008 | 930201 Pedagogy | en |
local.subject.seo2008 | 930403 School/Institution Policies and Development | en |
local.profile.school | School of Education | en |
local.profile.email | ntaylor6@une.edu.au | en |
local.output.category | C2 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20180518-111426 | en |
local.publisher.place | New Zealand | en |
local.format.startpage | 39 | en |
local.format.endpage | 42 | en |
local.identifier.volume | 66 | en |
local.identifier.issue | 4 | en |
local.contributor.lastname | Coll | en |
local.contributor.lastname | Taylor | en |
dc.identifier.staff | une-id:ntaylor6 | en |
local.profile.orcid | 0000-0001-8438-319X | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:23499 | en |
local.identifier.handle | https://hdl.handle.net/1959.11/23317 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Advanced Level Chemistry Students' Concepts Of Chemical Bonding | en |
local.output.categorydescription | C2 Non-Refereed Article in a Scholarly Journal | en |
local.search.author | Coll, Richard K | en |
local.search.author | Taylor, Neil | en |
local.uneassociation | Unknown | en |
local.year.published | 2002 | en |
Appears in Collections: | Journal Article School of Education |
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